The Professional Practice Competencies of Chinese Science Museum Educators—An Analytic Framework and Empirical Survey
The advancement of high-quality science education is impossible without the effective support provided by informal science education systems.Within these systems,museum science educators play a pivotal role in shaping the quality and impact of informal science learning.As integral contributors to the broader science education ecosystem,these educators are increasingly tasked with supporting reforms in primary and secondary science curricula,underscoring the critical need to enhance their professional prac-tice competencies.This study proposes an analytical framework grounded in pedagogical content knowledge(PCK)and situated learn-ing theory to assess the professional competencies of museum science educators.Drawing on data from a nationwide survey of 487 museum science educators in China,the findings indicate that the cohort predominantly comprises young and middle-aged teachers with diverse academic and career backgrounds.However,only a small proportion of respondents reported receiving specialized training in science education or science communication,both of which are foundational to informal science education.Key deficiencies were i-dentified in their understanding of the nature of science and their capacity to implement interactive teaching practices that foster learner engagement in informal settings.Furthermore,the lack of professional training poses challenges to their professional deuelop-ment.Based on these findings,the study offers policy recommendations aimed at accelerating the professionalization of museum sci-ence educators and strengthening their contributions to the informal science education system.
Museum science educatorsInformal science educationProfessional practice competenciesMuseum science-specific pedagogical content knowledge(MS-PCK)
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